At the heart of great classroom instruction is the teacher’s ability to identify individual student needs and adjust instruction and intervention accordingly. However, a recent survey by Lexia Learning®, a Rosetta Stone® (NYSE:RST) company, suggests that significant gaps exist in teachers’ abilities to quickly access, interpret and act upon student data to support instruction. The survey, which polled more than 200 educators at the International Society for Technology in Education 2015 Conference and Expo (ISTE), indicated there is a growing need to have assessments more quickly pinpoint skill deficiencies while rapidly providing teachers with connections to actionable data for immediate instructional planning.
According to the survey, only 35 percent of the survey respondents felt that teachers at their schools had a high or very high level of comfort connecting data to instruction. The low figure suggests that the majority of teachers still have trouble using data to identify students’ problem areas and adjust instruction accordingly. When teachers are unable to make that correlation, students are unlikely to receive the appropriate level or intensity of instruction needed to drive academic success.